As schools and classrooms are becoming more inclusive increasing demands are made on teachers’ professional expertise to effectively support pupils with special educational needs (SEN). The consequences of the cessation of specialist Initial Teacher Training (ITT) in the UK during the late 1980’s, has resulted in all trainee teachers following a ‘mainstream’ training route, with almost all special needs training being at a post- qualification, in-service level. The coverage of SEN issues requirement at ITT level is minimal, and therefore tends to have a broad focus. It is rare that such training will offer useful insight into more specific areas of SEN (eg, Severe learning difficulties (SLD), autistic spectrum disorders (ASD) or multi-sensory impairments (MSI).Teachers working with pupils from these lower incidence groups will need to seek specialist training via Continuing Professional Development (CPD) routes. Models of specialist SEN training at these post-graduate levels tend to follow traditional routes of advanced, accredited courses, either as institution-based (HE) or distance learning models. In the main, these models explore theoretical perspectives as a framework for developing practice. Experience as a tutor, of both institution-based and distance learning models, has raised the quandary of how to ensure learning by teacher students effectively impacts on their professional practice. All too often, time is insufficient to meaningfully examine application to practice or to trial newly acquired learning and then reflect on this change in practice, with any rigour. This presentation seeks to explore some adaptations to these traditional models of CPD. In addition to specific input on a reflective practitioner approach, school or institution-based practice and mentoring by experienced practitioners are employed. Through a case study approach, variations on a model for training will be explored, utilising Reflection on Practice as a key tool to the professional development of teachers and the promotion of effective practice, here within the SEN context. In particular, two examples will be detailed, one at an induction level (to specific SEN working - SLD/PMLD) and another at an advanced level (here within the MSI field). Early evaluation of one completed trial has shown very promising comment. This review has also highlighted areas for further development, some of which are hopefully to be examined in the second case study. This paper has focused on meeting the professional development needs of teachers working in what is currently a narrow, specialist field of education. However, it is suggested that some features of this model may be usefully replicated in other contexts, but particularly when developing the professional SEN expertise of the teaching workforce to meet the demands of increasingly inclusive classrooms.